Social cognition interventions for adolescents with autism spectrum disorder. A systematic review

Abstract

Introduction. Early intervention during childhood in patients with Autism Spectrum Disorder (ASD) has been strongly advocated. As adolescence is reached, new, more complex social demands emerge. These demands require a therapeutic approach that has not been widely studied. The aim of this review is to examine and synthesize the existing literature on social cognition interventions in adolescence and lay the groundwork for future interventions.

Methods. Searches were conducted in the PubMed, PsycINFO, and Web of Science databases up until April 20, 2023. Quantitative or qualitative research aimed at examining the influence of social cognition-focused interventions in the treatment of ASD in adolescence, in either English or Spanish language, was included. Quantitative and qualitative studies were evaluated using a modified version of the Newcastle-Ottawa Scale and the Critical Appraisals Skills Programme checklist, respectively.

Results. Nineteen original studies that met the inclusion criteria were selected. The selected studies included a total of 916 patients. The average duration of the interventions was 13.28 weeks. They were categorized into group-based social skills interventions, experience-based interventions, and computer-mediated interventions.

Conclusions. The scarcity of social cognition interventions specifically designed for adolescents with ASD is striking. The neuroplasticity window between puberty and the transition to adulthood provides an opportunity for structural and dynamic functional reorganization. Therefore, adolescence is a unique developmental stage that is amenable to specific interventions.